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研究生:陳志樺
研究生(外文):chih-hua chen
論文名稱:成人技職繼續教育參與動機與障礙因素之相關研究
論文名稱(外文):A Study of the Motivational and Barrier Factors for Adults Attending Technology Vocational
指導教授:戴文雄戴文雄引用關係
指導教授(外文):David W. S. Jai
學位類別:博士
校院名稱:國立彰化師範大學
系所名稱:工業教育學系
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:300
中文關鍵詞:成人教育繼續教育動機障礙
外文關鍵詞:adulteducationcontinuing educationmotivationbarrier
相關次數:
  • 被引用被引用:451
  • 點閱點閱:6356
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  • 下載下載:1745
  • 收藏至我的研究室書目清單書目收藏:13
本研究旨在探討成人技職繼續教育參與動機與障礙因素,同時,並探討個人背景變項與參與動機及參與障礙間的關係,以及不同背景變項對參與動機與參與障礙的影響。期望提供本研究成果,作為政府相關機構及其他成人繼續教育訓練單位,作為課程規劃與訓練設計等方面的參考依據。
首先透過文獻探討,蒐集國內外相關文獻和資料,經整理、分析及摘錄與本研究有關之資料作為本研究之理論基礎及作為編製參與動機量表、參與障礙量表之參考。
本研究以高職進修學校、二專進修部與二技進修部學生為抽樣母體進行實地施測,共發出2935份問卷,高職補校1510份,佔樣本總數51.45%;二專進修部770份,佔樣本總數26.24%;二技進修部655份,佔樣本總數22.32%。回收2806份,得有效問卷2743份,有效回收率為93.46%,資料除施以平均數、標準差之計算,且以t考驗、多變項變異數分析、Pearson積差相關、點二系列相關以及相關比等統計方法,對所得資料施以統計處理與分析,考驗各項研究假設。經資料統計分析後,本研究獲致以下之結論:
一、我國成人繼續教育參與者的參與動機包括職業進展、自我發展、逃避或刺激、社會服務、外界期望、社交關係、求知興趣等七個向度。
二、我國成人繼續教育參與者的參與障礙包括情境障礙、機構障礙、意向障礙等三個向度。
三、不同的性別、年齡、學歷、離校時間、學制、年級、職業、工作年資、婚姻狀況、月收入、子女數、學校與居住地交通時程、學校與居住地交通時程、再進修意願、及配偶學歷之成人繼續教育參與者,其在參與動機上有顯著差異存在。
四、不同的性別、年齡、學歷、離校時間、學制、年級、職業、工作年資、婚姻狀況、月收入、子女數、學校與工作地交通時程、學校與居住地交通時程、再進修意願、及配偶學歷之成人繼續教育參與者,其在參與障礙上有顯著差異存在。
五、成人繼續教育參與者的參與動機與若干項個人背景變項間的相關達顯著水準。
六、成人繼續教育參與者的參與障礙與若干項個人背景變項間的相關達顯著水準。
七、成人繼續教育參與者進修或升學的訊息之取得,主要的資訊來源為朋友、同學、家人告知、向學校詢問及網路。
最後,依據研究發現與結論,對於政府教育行政單位、學校教育行政單位、及學校招生單位提出數項建議。
The purposes of this study were to investigate the motivations and barriers of participation in adult continuing education, examine the relationships among motivation, barriers of participation, and student’s background characteristics.
Literature review was first used to investigate the connotation and the relationship of these variables, so as to establish a basis for the research theory. Next, according to the literature review, inventory include motivation orientations and barrier factors of adult attending continuing education, were created as instruments for gathering empirical data.
The population was composed of the students in the vocational industrial high school of continuing education, and the students in the college of continuing education. The sample included 1,510 students enrolled in the vocational industrial high school of continuing education, and 1,425 students enrolled in the college of continuing education.
The statistics procedures employed for the analysis of the distribution of the basic data were frequency distribution, percentage, means, standard deviation, t-test, Pearson’s product-monent correlations, cannonical correlation analysis and MANOVA.
The major findings of this study were as follows:
1. The motivation orientations of adult attending continuing education included occupational promotion, self-development, escape or stimulation, societal service, formal expect, social relationship, and learning interest.
2. The barriers factors of adult attending continuing education included situation, unit, and orientation.
3. There is a significant difference between the motivations of participation in adult continuing education for the differences of their gender, age, education background, service duration, grade, occupation, marriage, income, and so on.
4. There is a significant difference between the barriers of participation in adult continuing education for the differences of their gender, age, education background, service duration, grade, occupation, marriage, income, and so on.
5. There is a significant difference between the motivations of participation in adult continuing education and student’s background characteristics.
6. There is a significant difference between the barriers of participation in adult continuing education and student’s background characteristics.
7. The information of adult continuing education was get by friends, family, classmates, school, or network.
Finally, according the findings of this study, several recommendations for education administration units of government and school were suggested.
謝誌 .................... Ⅰ
中文摘要 .................... Ⅲ
英文摘要 .................... Ⅴ
目錄 .................... Ⅶ
表目錄 ....................ⅠⅩ
圖目錄 ....................ⅩⅣ
第一章 緒論 ................... 1
第一節 研究背景與動機 .............. 1
第二節 研究目的 ................. 14
第三節 研究假設 ................. 15
第四節 研究方法與步驟 .............. 18
第五節 研究範圍與限制 .............. 20
第六節 名詞解釋 ................. 21
第二章 文獻探討 ................. 23
第一節 成人學習者相關理論 ............ 25
第二節 動機理論 ................. 49
第三節 參與繼續教育動機之理論模式 ........ 56
第四節 成人參與繼續教育之相關研究 ........ 81
第三章 研究設計與實施 ..............121
第一節 研究架構 .................121
第二節 研究樣本 .................122
第三節 研究工具 .................124
第四節 實施過程 .................140
第五節 資料處理 .................142
第四章 資料分析 .................145
第一節 樣本分析 .................145
第二節 受試者參與繼續教育的動機與障礙因素分析 ..153
第三節 不同背景變項的成人學習者在參與繼續教育
的動機取向之差異分析 ...........159
第四節 不同背景變項的成人學習者在參與繼續教育
的障礙因素之差異分析 ...........183
第五節 本研究之相關分析 .............202
第六節 綜合結果 .................221
第五章 研究發現、結論與建議 ...........247
第一節 研究發現 .................247
第二節 研究結論與討論 ..............254
第三節 建議 ...................259
參考文獻 .....................267
一、中文部份 ...................267
二、文部份 ....................272
附錄 .......................295
問卷 .......................295
一、中文部份
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二、英文部份
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